Front Cover - Perpich

Front Cover

Inside Front Cover

Key FindingsWhile access to arts programs is nearly universal (99% of schools) less than half of all middle and high schools and only 28% of elementary schools provide the required number of arts areas.

87% of schools have aligned their curriculum with the state arts standards.

Assessment of student skills and knowledge is mostly driven by teacher-developed assessments with fewer than 3 in 10 schools reporting district developed assessments in the arts.

Nearly ½ of all high schools include the arts in School Improvement Plans.

92% of elementary, 77% of middle and 49% of high school students participate in at least one arts area in one year, with music and visual arts having the highest enrollments.

Nearly all schools (92%) use licensed arts teachers (full time or part-time) as the primary provider of music and visual arts instruction.

75% of schools report having no arts coordinator in their school or district.

Nearly 2/3 of schools spend less than $10 per pupil per year for arts instructional materials. At the elementary level, the per-pupil arts spending is only 2 cents per day.

To support direct arts instruction, 23% of all schools reported using outside funding to offset budget decreases and nearly half of all schools charge fees for extracurricular arts activities.

While 46% of all schools report using arts integration as a teaching strategy, only 15% reported using this strategy on a regular basis. 67% of schools indicate a desire to introduce or increase arts integration.

93% of all schools reported providing students field trips to museums, theaters, musical performances and exhibitions to engage in artistic experiences.

The Minnesota Arts Education Research Project

Goal #1. Conduct Statewide Arts Education Survey

Result In 2010/2011, the Perpich Center for Arts

Education contracted with Quadrant Arts Education

Research to coordinate the implementation of a survey of

all schools in Minnesota. An analysis of survey responses

has been compiled in this report.

Goal #2. Connect Survey Results with Additional Information

Result The status of arts education in the state is related

to many factors. Economic, demographic, census, school

performance measures and municipal data were combined

with the survey results to allow for a more in-depth

analysis. The results of this analysis are contained in

this report.

Goal #3. Provide a Public Report

Result The contents of this report and the online

resources provide citizens of Minnesota with the first view

of the accurate status and condition of arts education in

the state.

In the early 2000s, there was considerable discussion

about the role of the arts in public education, but little

data about the status of arts education in all schools in

Minnesota. To answer this need, the Perpich Center for

Arts Education launched The Minnesota Arts Education

Research Project during the 2010/2011 school year with

funding provided by the Minnesota State Legislature

through its Arts and Cultural Heritage Fund of the

Clean Water, Land, and Legacy Amendment.

The purpose of this project was to gather, evaluate and

disseminate quantitative data regarding arts education

in the state. The Research Project was designed to

document arts education in every school through a

statewide voluntary survey, and combine the survey

findings with other information to create a 360-degree

view of arts education in the state.

This report is a summary of the status of arts education,

education policy and delivery. The intent is to provide

decision makers and the public with a clear picture of

the status of arts education in Minnesota.

Perpich Goals and ResultsB U I L D I N G A L E G A C Y

The Minnesota Arts Education Research Project

Goals and Results of the Minnesota Arts Education Research Project

2

3

Perpich Building a Legacy: From the AuthorsA R T S E D U C A T I O N F O R A L L M I N N E S O T A S T U D E N T S

Arts Education in the State of Minnesota is alive and well.

Arts education courses (defined as coursework in dance,

media arts, music, theater and visual arts) are nearly

universally available to students. In addition, strong state

policies, high quality instruction provided by qualified

teachers, broadly varied course offerings, and a strong

connection between schools and cultural organizations,

create an excellent environment for arts learning to take

place. When comparing Minnesota’s results with similar

studies from other states, Minnesota fares very well.

While the overall picture of arts education is favorable,

there is certainly room for improvement. Minnesota

has some of the strongest arts education policies in the

country, but implementation of these policies at the

school level is uneven. As such these policies are in need

of a system to ensure accountability. For example, the

low percentage of schools providing the required number

of arts areas indicates a need for greater accountability.

While arts education is almost universally available, actual

student participation lags in some areas. The ideal goal

of arts education for every student in the state has not

yet been achieved. Limited financial resources supporting

arts education and a reliance on external funding and/or

additional student fees indicates a system under stress.

Two very important educational relationships have been

identified in this study. First, there is a positive relationship

between a school’s Focus Rating (part of the Minnesota’s

Multiple Measurement Rating or MMR) and higher levels

of arts education (as measured by the arts education

index). Second, there is a positive relationship between

a school’s scores for the Graduation Required Assessment

for Diploma (GRAD) reading assessment and higher levels

of arts education. These positive correlations hold even

when controlling for other ‘confounding’ variables such

as income, minority status, or geography. In short, higher

levels of arts education coincide with higher Focus Ratings

and GRAD reading scores.

The strength of arts education in Minnesota is no

accident. Minnesota is the only state in the nation with

a dedicated state agency supporting arts education —

the Perpich Center for Arts Education. It is clear many of

the strong policies in place and indeed the Minnesota

Academic Standards in the Arts are a direct result of the

role of the Perpich Center in shaping education policy for

the citizens of the state.

This report reveals areas of strength for arts education

and places for improvement. For the first time ever in a

statewide study arts integration has been included. In

addition, a series of recommendations are presented to

help shape arts education in Minnesota for the next five

years. Taken in its entirety, this report will help create a

road map for Minnesota arts education and will enable

the state to build a lasting legacy of arts education for

every student.

— Robert B. Morrison and Patricia J. Cirillo

In the early 1820s, education innovator William Fowle

introduced drawing and music into several schools in

Boston. The arts have been a part of U.S. public education

ever since. The first data about arts education in the

United States was collected in 1837 while Martin van

Buren was President. Studies as far back as the 1930s

indicated that students who studied the arts had higher

achievement levels than those who did not.

The arts have been included as core subjects as a matter

of federal law since 1994 through the Goals 2000

Education Reform Act (carried forward in No Child Left

Behind and the Elementary and Secondary Education Act

reauthorization) and in Minnesota since 1997, with the

adoption of Minnesota K-12 Arts Standards.

Beyond the law, compelling recent research has shown

that study in the arts makes vital contributions in

a student’s successful journey toward a purposeful,

successful and fulfilling life. Arts education is truly a

modern necessity.

Study in the Arts Contributes to College/Workforce Readiness

Preparing for College The College Board has conducted five research projects

in a commitment to developing the next generation

of national voluntary, researched-based arts education

standards to support 21st century needs of students and

teachers, help ensure that all students are college and

career ready, and affirm the place of arts education in a

balanced core curriculum.*1

Students participating in the arts show higher average SAT

scores. The SAT is a standardized test designed to measure

“readiness for college.” An analysis of 10 years of SAT

data revealed that students who took four years of arts

courses in high school earned the highest scores on both

the verbal and math SAT. Overall, students taking any arts

courses scored significantly higher than students who took

no arts courses.*2

Employment Opportunities in the Creative Industries Americans for the Arts documents the key economic role

played by the nonprofit arts and culture industry in its

2010 report, Arts and Economic Prosperity IV: The

Economic Impact of Nonprofit Arts and Culture

Organizations and Their Audiences. This study

demonstrates that the nonprofit arts and culture industry

is an economic driver in communities. Significant to a

discussion on career readiness is the fact that the nonprofit

arm of the arts and culture industry supports 4.1 million

jobs, representing $86.68 billion in household income.

In Minnesota, a similar report shows that the nonprofit

arm of the arts and culture industry generates nearly $838

million in expenditures and supports more than 22,000

jobs, representing $631 million in household income.*3

Essential Skills for the Workforce of the 21st Century Creativity and innovation are the currency of the future.

Schools, businesses and policymakers are taking steps to

make this a reality in our nation’s schools, and the arts

have a clear role to play in the building of creativity and

other 21st century skills.

In a study of superintendents who educate future workers

and employers who hire them, both agree that creativity is

increasingly important in the U.S. workplace and that arts

education is crucial to developing creativity. Educators and

employers both feel they have a responsibility for instilling

creativity in the U.S. workforce (83 and 61 percent,

respectively). However, schools’ current creativity-building

offerings don’t match this desire. When superintendents

were presented with a list of 12 creativity-promoting

educational activities/experiences, more than three-

quarters reported that each one (excluding study-abroad

programs) is supported within their high schools. However,

in more than half of these schools, only three of these

activities/experiences are part of the required curriculum.*4

The Partnership for 21st Century Skills, a national

organization, is built on partnerships with the business

community and advocates for 21st century readiness for

every student. The framework that the Partnership and

its members have developed fuses the 3Rs with the “4Cs” —

Critical Thinking, Communication, Collaboration,

and Creativity.*5

A recent policy trend to capture and define opportunities

for creativity in education is emerging. Massachusetts,

California and Oklahoma are in various stages of drafting

and implementing policies that will create a public

measure of the opportunities for students to engage in

innovative work.*6

Study in the Arts Contributes to Student Success in School

Students are Better Prepared to be Learners The ability to pay attention—visual focus, active listening

and staying on task—is essential to school performance. It

begins to develop early in life and is continuously refined.

Early childhood training in instrumental music improves

Why Study the Arts?

these attention abilities, while continued music education

throughout adolescence reinforces and strengthens them. *7

Perseverance is the ability to continue towards a goal

when presented with obstacles. Students involved in

music lessons surpass their peers on tasks measuring

perseverance. At the foundation of perseverance are

motivation, commitment and persistence, all traits of

creative individuals. *8

Students Perform Better Academically There is a significant correlation between high arts-

involved students and academic achievement, regardless

of socioeconomic status. In fact, levels of academic

achievement recorded by high arts-involved students in

the lowest socioeconomic (SES) quartile narrows the gap

with higher SES students. Twelfth grade, low SES/high

arts-involved students nearly close the achievement gap in

reading proficiency with higher SES/low arts-involved 12th

graders (37.9% reaching high levels of reading proficiency

versus 42.9% respectively).*9

Ten weeks of in-class drama coaching in a remedial third

and fourth-grade classroom helped the teacher and

students transform their approach to reading and improve

the students’ attitude about and success in reading.

Dramatic training and expression offered students

the opportunity to contribute their own background

knowledge and understanding, improve their accuracy and

momentum, broaden their understandings and expressive

choices, and begin to see themselves as actors, or active

readers. That sense of achievement positively affected

their self-perception.*10

Learning music develops the region of the brain

responsible for verbal memory—the recall and retention of

spoken words—which serves as a foundation for retaining

information in all academic subjects. Music students who

were tested for verbal memory showed a superior recall

for words as compared to non-music students.*11/12

Students who participate in arts learning experiences

often have higher achievement in other realms of learning

and life. In a well-documented national study using a

federal database of over 25,000 middle and high school

students, researchers from the University of California at

Los Angeles found students with high arts involvement

performed better on standardized achievement tests than

students with low arts involvement. Moreover, the high

arts-involved students also watched fewer hours of TV,

participated in more community service and reported less

boredom in school.*13

In an experimental research study of high school age

students, those who studied dance scored higher than

non-dancers on measures of creative thinking,

especially in the categories of fluency, originality and

abstract thought.*14

A group of 162 children, ages 9 and 10, learned to

look closely at works of art and reason about what they

saw. The results showed that children’s ability to draw

inferences about artwork transferred to their reasoning

about images in science. In both cases, the critical skill is

that of looking closely and reasoning about what

is seen.*15

Students who study music outperform their non-music

peers in assessments of math, writing, using information

resources, reading and responding, and proofreading. The

gains in achievement of music students compared to non-

music students increase over time. These findings hold true

regardless of socioeconomic status and race/ethnicity.*16

Additionally, students involved in instrumental music do

better in algebra, a gateway for later achievement.*17

Students Are Engaged in Their Learning

Study in the Arts Is Linked With Overall Academic Ratings and Graduation Rates In two studies of statewide data in Florida and Texas,

findings show consistent correlations between taking arts

courses, student achievement, and graduation rates.

In Florida, a 2007-08 study of 188,859 12th graders show

the more arts classes taken, the higher the student

achievement in such measures as graduation rate, GPA,

the state standardized test, and the SAT. For students

receiving free and reduced price lunch (a commonly used

indicator of low-income), the more arts classes taken,

the higher the student achievement in all measures. For

students of all ethnicities, the more arts classes taken, the

higher the student achievement in all measures. The more

arts classes taken, the less likely a student is to dropout of

high school.*18

In Texas, after comparing the yearly 2006 to 2010 data on

school academic ratings, school rating improvement, and

graduation rates to the yearly fine arts course enrollments,

the following summary observations were made: • Schools with a higher percentage of student

enrollments in fine arts courses achieved higher

academic ratings.

• Schools showing academic rating improvement

from 2006 to 2010 reported increases in fine

arts course enrollments.

• Schools with a higher percentage of student

enrollments in fine arts courses reported higher

graduation rates.*19

Arts education in Minnesota is a basic educational

right for all Minnesota children — not just the gifted,

or the talented, or the economically advantaged. It

has a very strong grounding in state statutes and rules.

Universal access to quality arts education for all

Minnesota students is supported by Minnesota Rules

providing K-12 Academic Standards in the Arts and

teacher licensure, and Statutes regulating K-12

graduation as well as implementation and assessment

of the standards. The Minnesota Arts Education

Research Project compared the results of their research

to these policy statements (Rules and Statutes),

in addition to other data, to assess the performance

of schools in arts education. The understanding that

arts education is a necessary component of

whole-child education runs through Minnesota’s

standards and requirements.

Here is some background about how the laws evolved

and where they stand today:

Minnesota Academic Standards

Academic standards define expectations for what

Minnesota’s public school students should learn in

grades K-12. Minnesota K-12 Academic Standards are in

place for the Arts, English Language Arts, Mathematics,

Science, Social Studies and Physical Education. Local

standards must be developed by districts for Health,

World Languages, career and technical education, and

may be developed for the Arts.

Minnesota K-12 Academic Standards in the Arts

In 1992, the Minnesota Legislature directed the creation

of “a rigorous, results-oriented” high school graduation

rule. The rule included a series of basic standards tests

in mathematics, reading and writing, and importantly,

a system of high academic standards in a wide range

of content areas including the arts. The first set of

Minnesota arts standards became effective for students

entering the tenth grade in the 1997-1998 school year.

Universal Access to Quality Arts Education for All Minnesota Students is a Matter of Law

Why Study the Arts? (continued)

Arts Education: A Right for All Students

Positive Benefits for At-Risk Students Students of low socioeconomic status (SES) who participate

in arts learning academically outperform comparable

students who have no or low arts involvement.

A recent far-ranging study showed multiple positive

outcomes among students of low SES. Eighth graders

who had high levels of arts involvement throughout

elementary school showed higher test scores in science

and writing than students with low levels of involvement

In high school, students who had arts-rich experiences

attained higher overall GPAs and were far less likely to

drop out of school before graduation than did students

who lacked those experiences.

This academic success continued into college where

students who had arts involvement in high school were

three times more likely to receive a bachelor’s degree than

students with low arts involvement.*20

*1, *2, … See page 22 for a list of research citationss

In Summary

Why teach the arts? When we examine what students

need to succeed in school, college, career and life, the

research points time and again to the arts for powerful

learning opportunities and pathways to a successful

future. The research cited above helps illuminate why

the arts are necessary in public schools, and makes the

inclusion of the arts in state and district education policy

an imperative.

“It is clear from the research that learning through

the arts provides the type of emotional, creative

and expressive development that students can benefit

from throughout their lives. If we as a nation are

serious about building a road to success for every

student we must include the arts in curricular planning

from the elementary through college levels.”

— Dr. Nancy Rubino

Senior Director in the College Board Office

of Academic Initiatives

Since this first set of arts standards, new standards were

adopted in 2003 and revisions were made in 2008. The

current policy requiring Minnesota Academic Standards

in the Arts, developed in 2008, states:

120B.021(subd 1) Required academic standards.

The following subject areas are required for

statewide accountability:

(7) the arts, for which statewide or locally developed

academic standards apply, as determined by the school

district. Public elementary and middle schools must

offer at least three and require at least two of the

following four arts areas: dance; music; theater; and

visual arts. Public high schools must offer at least three

and require at least one of the following five arts areas:

media arts; dance; music; theater; and visual arts.

The 2008 Revised Minnesota Academic Standards in

the Arts are published as Minnesota State Rules for

four distinct grade groupings: Grades 1-3 - 3501.0800;

Grades 4-5 - 3501.0805; Grades 6-8 - 3501.0810;

Grades 9-12 - 3501.0815. They were required to be in

place in all schools as of September of 2010.

Arts Education Assessment Requirements

A school, school district, or charter school must

determine locally if a student has met the required

academic standards in the arts, (120B.11) as follows:

A school board shall have in place an adopted

written policy that includes a process for

evaluating each student’s progress toward meeting

academic standards and identifying the strengths

and weaknesses of instruction and curriculum

affecting students’ progress (subd 2 [2])

Current statute guides districts to evaluate the impact

of instruction and curriculum on students’ abilities to

meet graduation standards, and to use

evaluation results to improve instruction and

curriculum (120B.10).

High School Graduation Requirements in the Arts

Meeting academic standards and earning at least one

credit in the arts are requirements for high school

graduation in Minnesota (120B.02[c]). Minnesota

Statute (120B.024), states that students must

successfully complete the following high school

level course credits for graduation, (5) one credit in

the arts... A course credit is equivalent to a student

successfully completing an academic year of study or

a student mastering the applicable subject matter.

Teacher Licensure

Statute also outlines the professional qualifications

necessary to teach the arts. Persons found to

be qualified and competent for their respective

positions are issued licenses by The Board of Teaching

(122A.18). Licenses exist for teachers of dance,

music, theater, and visual arts. In addition, licensed

Minnesota Elementary Teachers must demonstrate

knowledge of fundamental visual and performing

arts, including music, dance, and theater, concepts

and the connections among them (8710.3200 [L]).

College Admission

To be considered for admission to any Minnesota

state college or university as a first-year student,

applicants shall have completed one year of arts in

grades 9-12 (visual arts and the performing arts of

theater, music, dance, and media arts; Minnesota State

Colleges and Universities Board Policies, Chapter 3.4).

Perpich Policies

Academic Standards Alignment

The Minnesota Academic Standards in the Arts contain

specific expectations for learning in the arts for all K-12

public schools in the state. 87% of schools have aligned

their curriculum with the state arts standards.

Access to Arts Areas

State statute establishes four arts areas for elementary

and middle schools — dance, music, theater and visual

arts, and five areas -— adding media arts — for high

schools. Schools are required to offer three of the four

arts areas to students in elementary and middle schools

and three of the five arts areas in high schools.

Minnesota schools have had difficulty complying with

this requirement.

Graduation Requirements

Since 2003, state high school graduation requirements

include one credit (one year) of arts instruction in at

least one arts discipline (See the Appendix for the text

of the requirement).

Not Aligned

Not Meeting Requirements

Aligned

Meeting Requirements

Elementary

Middle

High

28%

48%

95%

5%

48%

Minnesota Has High Standards for Arts Education,

87% of schools have aligned their curriculum with the standards.

Percentage of Minnesota schools offering courses in at least three arts areas as required by state standards

Percentage of all Minnesota high schools that meet or exceed the current graduation requirement for arts

87%

13%

8

Music

Visual Arts

Media Arts

Theater

Dance

76%

99%

95%

51%

25%

Access to the five arts disciplines in Minnesota high schools

State policies for arts education, created by the Minnesota Legislature and

expected to be implemented by school districts, are recognized as some of best

in the nation. Minnesota Academic Standards in the Arts define arts learning to

include all five major arts disciplines — dance, media arts, music, theater, and visual

arts. While these state statutes and standards have led to significant access to arts

courses, enactment of these policies at the school level lags significantly in dance

and theater. Further, there is currently no system of accountability to ensure that

districts adhere to these policies.

B U I L D I N G A L E G A C Y

Perpich Policies

Weighting of Arts Courses

Arts courses in high schools do not always carry equal

grade weight with other core subjects, including honors

and advanced placement courses.

Arts Education in School Improvement Plans

Most schools do not include the arts education

goals as part of the school improvement plan.Elementary

Middle

High

18%

23%

45%

Regular Courses

Honors Courses

94%

82%

Academic Standards

We recommend Minnesota policymakers hold school districts accountable for ensuring 100% of students in the state are achieving academic standards in the arts as required by state law.

We recommend the Minnesota Legislature and policymakers a) maintain and strengthen the arts as core subject areas b)advance policies to ensure every child has the opportunity to participate and demonstrate achievement in arts education as part of a complete education.

We recommend the Minnesota Legislature require school districts to use the Minnesota Academic Standards in the Arts K-12 for student in-struction and assessment, rather than allow districts the option of developing their own arts standards.

Accountability

We recommend Minnesota policymakers require full implementation and account-ability processes to measure ad-herence to the strong policies supporting arts education.

We recommend Minnesota policymakers include arts education in all longitudinal data systems in current devel-opment, or contemplated as part of Minnesota education policy, and require schools to publicly report on an annual basis information regarding (1) arts courses offered; (2) level of student participation in the arts; (3) student achievement in the arts based on assessments aligned to state standards; and (4) teacher course assignments in the arts.

We recommend the Perpich Center for Arts Education collaborate with the Minnesota Department of Education to produce an annual report on thestatus and condition of arts edu-cation in all Minnesota Schools.

Implementation Resource

We recommend the Perpich Center for Arts Education continue to col-laborate with the Minnesota Department of Education to improve the capacity of school districts and/or individual schools to implement a com-prehensive, standards-based, sequential arts education based on state standards.

Strategic Planning

We recommend that each school and district include arts education in strategic plans to ensure arts programs at the school level meet the Min-nesota Academic Standards in the Arts.

Course Weighting

We recommend school districts weight courses in the arts equally with all other courses in calculating a pupil’s grade point average, including honors and/or advanced placement arts courses.

Percentage of all Minnesota high schools that weight arts courses equally with other core subjects

Recommendations

But Some Schools Struggle to Meet the Minimums

Access to the five arts disciplines in Minnesota high schools

9

A R T S E D U C A T I O N F O R A L L M I N N E S O T A S T U D E N T S

Access to arts education in Minnesota schools is nearly universal. The fact that

almost every school in the state offers at least one arts course for students across

all grade levels indicates a healthy arts education environment. Music and visual

arts tend to be the most widely available courses. Dance and theater disciplines

have low participation levels primarily due to limited course offerings.

Perpich Students

Access to Arts Courses

There is wide access to music and visual arts courses in all

Minnesota schools. Media arts courses are moderately

available in elementary and middle schools and widely

available in high school. Dance and theater are the least

provided arts areas.

Student Participation in Arts Education

Student participation in arts courses (as a percentage

of total enrollment) is high across all grade levels.

Student Access to Arts Instruction is High,

Elementary

Middle

High

99%

99%

100%

Percentage of schools offering courses in at least one arts area

Elementary

Middle

High

Secondary

92%

77%

49% *56%

Percentage of students participating in arts instruction (all arts areas)

10

Elementary

Middle

High

Elementary

Middle

High

Elementary

Middle

High

Elementary

Middle

High

Elementary

Middle

High

97%

73%

32%

4%

9%

97%

90%

33%

21%

5%

97%

98%

70%

42%

18%

Percentage of schools offering courses in various arts disciplines

Music

Visual Arts

Media Arts

Theater

Dance

*Participation is measured for a single year. A 49% participation level in High Schools is very strong since students have four years to meet state graduation requirements.


Perpich Students

Percentage of Students Participating in Various Arts Areas

Music and visual arts show the highest participation levels

of all the arts areas. The lower levels of participation for

dance and theater are a result of fewer schools providing

access to courses in these areas.

Student Assessment

Most schools reported using either teacher-developed or

district-developed assessments to measure student progress

toward achieving the arts standards while 7% of schools

reported “no assessment.”

Access to Arts Areas

We recommend school administrators ensure that the number of arts areas offered meets or ex-ceeds state requirements.

We recommend school districts ensure the assessment of every student’s learning and achievement of Minnesota Academic Standards in the Arts as required by law.

Measuring Student and Teacher Performance

We recommend the Perpich Center for Arts Education continue to collaborate with the Minnesota Department of Education to develop measurement strategies for student achievement, teacher evaluation, and overall school performance in arts education, includ-ing common assessments aligned to state standards.

Directing Resources to Low Performing Schools

We recommend that the Perpich Center for Arts Education identify schools where arts instruction is limited, and with partners, provide resources and support to strengthen arts education in these schools.

We recommend foundations and other grant-making agencies and organizations use these Report results to help direct resources to areas of greatest need.

Recommendations

However Participation Lags in Some Areas

2%

6%

2%

2%2%2%

5%

7%

3%

29%

84%

7%

Percentage of schools using various types of student assessment in arts

Elementary

Middle

High

Secondary

Elementary

Middle

High

Secondary

Elementary

Middle

High

Secondary

Elementary

Middle

High

Secondary

Elementary

Middle

High

Secondary

85%

63%

27%

47%

28%

67%

60%

13%

29%

30%

10%

Music

Visual Arts

Media Arts

Theater

Dance

District-developed assessment

Teacher-developed assessment

No assessment

11


Due to the nature of the coursework, it is highly desirable that arts are taught by

Licensed Arts Teachers specifically educated to teach the arts area. While this is

broadly the case in music and visual arts, it is not in dance and theater, where less

than half of all schools use Licensed Arts Teachers for these arts areas*.

Additionally, some elementary schools struggle to employ full-time

Licensed Arts Teachers in all areas.

Perpich Educators

Use of Licensed Arts Teachers

Nearly all schools (92%) use Licensed Arts Teachers

(full time or part-time) as the primary providers of music

and visual art instruction. The use of Licensed

Arts Teachers for dance and theater lags well behind.

Full and Part Time Arts Teachers

The percentage of schools with a full time arts

teacher is highest in middle school, closely followed

by high school and elementary. Part time arts teachers

are found primarily in elementary schools with

smaller enrollments.

Elementary

Middle

High

77%

96%

92%

Licensed Arts Teachers Are the Main

Elementary

Middle

High

Elementary

Middle

High

16%

17%

8%

46%

36%

51%

Percentage of schools using Licensed Arts Teachers for dance instruction (where instruction is offered)

Percentage of schools using Licensed Arts Teachers for theater instruction (where instruction is offered)

*Other teachers may be authorized to provide instruction but do not hold an arts license.

Percentage of schools with full time arts teachers

12

Music

Visual Arts

Full Time

Part Time

Full Time

Part Time

72%

58%

21%

40%

Percentage of elementary schools with full time and part time music and visual arts teachers

“The Percentage of Elementary Schools With Full Time Arts Teachers is Lower than Other School Types.”


Perpich Educators

Professional Development

A majority of schools/districts reported providing

professional development for arts teachers in their arts

areas. This percentage declines significantly for general

classroom teachers responsible for teaching in the arts.

Arts Coordinators

Arts coordinators (or arts supervisors, as they may

be known in other states) play an important role in

facilitating arts programs across a school or district

while efficiently managing resources. In Minnesota,

arts coordinators are scarce, with few districts and even

fewer schools being served. Other research has shown

the presence of an arts coordinator has a positive

impact on the overall quality of an arts program.

Licensure

We recommend the Minnesota Board of Teaching develop a license or endorsement for teachers of media arts.

We recommend all school districts comply with licensing requirements in all arts areas.

We recommend the Perpich Center for Arts Education work in collaboration with higher education to help strengthen teacher preparation and profes-sional development.

Professional Development

We recommend the Perpich Center for Arts Education, in collabo-ration with the Minnesota Department of Educa-tion and the appropriate professional organiza-tions, increase the capac-ity of school and district administrators to under-stand and strengthen the impact of arts educators and programs on student success.

We recommend the Perpich Center for Arts Education, in collabo-ration with the Minnesota Department of Education, higher education institu-tions, professional

organizations, and commu-nity organizations, develop and expand professional development opportunities for arts educators.

We recommend that the Legislature provide necessary funding for pro-viding professional devel-opment for teachers and administrators.

District Arts Coordinator

We recommend all districts employ or as-sign an Arts Coordinator to guide curriculum imple-mentation, alignment of programs between schools, and the most effective use of personnel and resources.

Recommendations

Providers of Arts Instruction in the State

District-based

School-based

No Arts Coordinator

20%

7%

75%

Percentage of schools served by an arts coordinator

Percentage of schools offering professional development for arts teachers, by teacher type

Licensed Arts Teacher

Classroom teacher with arts responsibility

General classroom teacher

23%

72%

26%

13


Within each school, per-pupil arts spending is an important indicator of higher

or lower quality levels of arts education. Nearly two-thirds of all schools (64%)

spend less than $10 per pupil per year.

Per-pupil spending is defined as the funds allocated to curricular materials and

support for the arts divided by student population. This does not including

teacher salaries, overhead or capital expenses.

Perpich Resources

Per-Pupil Spending

Minnesota per-pupil spending on arts education is

about at the median of nationwide schools that have

been studied.

Two Cents Per Day for Elementary Arts

When calculated on a per-pupil-per-day basis,

Minnesota spends an average of 2 cents per day at

the elementary level, 3.7 cents at the middle school

and 7 cents at the high school level.

Outside Funding to Offset Budget Decreases

Currently, 23% of all Minnesota schools report that

they use outside funding to offset budget decreases

with the highest at the middle school level, followed

by elementary (27% and 25% respectively). This outside

funding supports direct instruction, not optional or

extra-curricular activities.

Fees for Extra-Curricular Programs

Nearly half (47%) of all schools reported charging

fees for extracurricular arts activities.

Per-Pupil Arts Spending Reliably Indicates the

Elementary

Middle

High

$3.92

$6.65

$12.42

Level of per-pupil spending per year on arts instruction

Elementary

Middle

High

25%

27%

15%

Percentage of schools using outside funds to offset budget shortfalls

Elementary

Middle

High

33%

60%

77%

Percentage of schools that charge fees for extracurricular arts activities

14

“Nearly Two-Thirds of Schools Spend Less Than $10 Per Pupil for Arts Each Year.”


Perpich Resources

Sources of Outside Funding for Arts Instruction

More than one-half (58%) of Minnesota schools receive

funding for arts programs from non-district sources,

such as Parent/Teacher groups and district foundations.

Fifty-seven percent of elementary, 53% of middle and

71% of all high school arts programs are partly

supported by outside resources. As stated on the

previous page, of the schools receiving outside

funding, 23% reported using these funds to offset

budget decreases for direct arts instruction.

Use of Technology in Arts Instruction

Student use of technology in the arts is greatest at the

high school level where more than 80% of high schools

report the use of technology in most arts areas.

Report Per Pupil Arts Spending

We recommend that per-pupil arts spend-ing be reported and in-cluded in the Minnesota Data Reports for every public school.

The 5% Goal

We recommend that schools and school districts allocate a minimum of 5% of total school budgets for cur-ricular support and pro-fessional development to support arts education.

Student Fees for Arts Activities

We recommend that schools explore ways to reduce or eliminate fees for student par-ticipation in arts educa-tion activities. Student fees create barriers for student participation in these programs.

Model Schools

We recommend the study of Model Schools, as identified by the Minnesota Arts Edu-cation Research Project, from across all socioeco-

nomic areas. These Model Schools should be high-lighted and lessons from these schools shared in order for schools to learn from one another.

Information Clearinghouse

We recommend the Perpich Center for Arts Education develop and maintain a centralized clearinghouse for information about arts education programs, policies, best practices, models, news and information to aid schools, districts and communities.

Recommendations

Quality Level of Arts Education in Schools

Level of per-pupil-per-year spending on arts instruction

Music

Visual Arts

Media Arts

Theater

Dance

45%

54%

59%

12%

6%

Schools using technology in arts education

15


PTA/PTO

Local District Foundation

Local Businesses or Corporations

Regional/Local Arts Councils/Agencies

33%

57%

32%

27%

Perpich Arts Integration

Arts Integration Acceptance

In Minnesota, 46% of all schools report using arts

integration as a teaching strategy, although this

percentage varies by grade span.

Regular Use of Arts Integration

When probed further, the percentage of schools using

arts integration on a regular basis is much smaller.

“Regular use” is defined by at least one subject

integrating the arts, once per week.

Arts Integration and Academic Standards

The majority of schools using arts integration reported

meeting the Minnesota Academic Standards in each

subject area with 70% meeting the standards in two or

more subjects.

Integrating Arts with Other Disciplines Is

16

Elementary

Middle

High

51%

39%

41%

Percentage of schools using arts integration

TwoSubjects

Threeor More

OneSubject

Percentage of schools using arts integration that meet the Minnesota Academic Standards

42% 28%

30%

16%

14%

11%

Percentage of schools that use arts integration on a regular basis

Elementary

Middle

High

The arts are powerful partners in making learning richer and more effective,

including in other subjects. The arts can help students place historical events

in cultural context, visualize abstract concepts and make richer connections

with academic subject matter. Arts Integration is an instructional approach

where arts teachers work collaboratively with teachers of other subjects

to increase student learning by identifying, creating and applying authentic

learning connections. This is the first time arts integration has been

measured in any state. 67% of schools would like to introduce or increase

arts integration, but need support to do so.


Perpich Arts Integration

Lesson Planning

Schools using arts integration reported teachers are

only occasionally able to plan lessons collaboratively

with very few doing so on a regular basis.

Introducing/Increasing Arts Integration

While the majority of schools see the value of arts

integration for their students, there are logistical, policy

and resource barriers to implementation. Two-thirds of

schools reported an interest in introducing or increasing

the use of arts integration.

Arts Integration Support

Schools identified areas where they could use support in

increasing arts integration. The top five most requested

areas of support are:

Improved Planning Time

We recommend that schools allocate com-mon planning time for classroom and arts teach-ers using arts integra-tion as an instructional strategy.

We recommend that arts teachers receive the professional develop-ment necessary to be effec-tive arts integration leaders.

Teacher professional development in the arts

Teacher release time for co-planning

Arts integration resource materials

Professional development about arts integration research

On-site curriculum coordination

Resources, Technical Assistance and Professional Development

We recommend that the Perpich Center for Arts Education, along with higher education institu-tions, continue to develop resources and provide technical assistance for the 67% of schools looking to implement or increase arts integration.

We recommend the Perpich Center for Arts Education create a professional develop-ment program for school administrators to in-crease their understand-ing of how to implement meaningful arts integra-tion at the school level.

Recommendations

Well-Accepted but not Practiced Regularly

No Interest

Interested

Percentage of schools interested in introducing or increasing the use of arts integration

67% 33%

Never Occasionally Regularly

30%

38%

38%

64%

58%

55%

5%

4%

7%

Percentage of schools where classroom teachers and arts teachers plan lessons together

Percentage of schools where classroom teachers and arts teachers implement integrated lessons together

Percentage of schools where schedule allows for joint planning between classroom and arts teachers

18%

23%

9%

8%

8%

17


Minnesota schools have many connections to community arts organizations.

Whether though field trips, school assemblies, artist-in-residence programs

or multi-year partnerships, the percentage of schools engaged with

community organizations is as high as in any state in the country.*

Perpich Community

Field Trips

Student field trips to museums, theaters, musical

performances and exhibitions, or to engage in artistic

experiences were provided by 93% of all schools in the

state. Music (79%), theater (61%), visual arts (48%)

and cultural/historical programs (34%) were the most

popular experiences. For the schools not participating in

field trips 62% cited transportation costs as the greatest

barrier to field trips.

Assemblies

A large majority (83%) of Minnesota schools reported

holding arts-based school assemblies, bringing cultural

organizations and professional artists into the school

to provide students with exposure to different artistic

experiences. Music (67%), theater (51%), dance (33%)

and cultural/historical programs (25%) were the most

popular assembly types.

Artist-in-Residence Programs

Artist-in-Residence programs provide the opportunity

for students to work with an artist for a focused period

of time to enrich the overall education experience.

These programs, in which artists have multiple contacts

with a school, were engaged by 51% of schools with

visual arts (24%), music (19%), and creative writing

(10%) being the most popular.

Schools Utilize Diverse Opportunities

All Schools

Elementary

Middle

High

59%

51%

37%

40%

Percentage of all schools hosting Artist-in-Residence programs**

No Assemblies

1+ Assemblies

Percentage of all schools reporting at least one assembly that focused on the arts**

83%

17%

0 Field Trips

1+ Field Trips

Percentage of all schools offering at least one field trip to an arts event**

93%

7%

18

**Data over the last three years*Based on data from other states where similar studies have been conducted


Perpich Community

Partnerships with Community-Based Arts Organizations

More than a quarter (28%) of schools reported being

engaged in a multi-year partnership with a community

arts organization.

Minnesota Schools Engagement with Cultural Organizations Compares Favorably to Other States

When comparing Minnesota to other states where data

is available, Minnesota schools have some of the highest

percentages of schools involved with community cultural

organizations across all engagement types (assemblies,

field trips, artists-in-residence and partnerships).

Cultural Opportunities

We recommend funding be targeted to support multi-year partnerships between schools and cultural organizations to help students achieve Aca-demic Standards in the arts.

Transportation Issues

We recommend that Minnesota arts and cultural organizations, the State Arts Board, and other funders continue to work together to find solutions to the barrier of transportation costs to schools taking field trips to arts and cultural organizations.

Recommendations

Community Arts Organizations Provide

MN

OH

MI

NJ

26%

28%

17%

30%

Percentage of schools with multi-year partnerships*

Elementary

Middle

High

35%

17%

26%

Percentage of all schools engaged in a multi-year partnership with a community arts organization

* From states with comparable data

19


Perpich The Minnesota Arts Education Index

20

In the measurement of arts education in Minnesota

public schools, the research team needed to account

for the differences in the art education experiences

across the state.

To this end, an arts education “index” was calculated

for each school. The index score is comprised of up to

29 (dependent on elementary, middle or high school

index) different components. They include quantitative

measures of:

• Courses, Student Participation, Teachers, Instruction,

and breadth of Arts Offerings

• Facilities and Resources

• Policies, Professional Development, Supervision

and Assessment

• Involvement with Community Resources

The index (one each for elementary, middle and high

schools) is simply an arithmetic combination of scores

related to survey responses on the various components

of arts education in each school. The index scores are

standardized, and therefore have a possible range from

0 to 1, where 0 would signify no attempt at all at arts

education in the school, and 1 would mean a complete

effort on every aspect of arts education measured in the

study. A ‘1’ is nearly impossible to attain, and no school

in our study did so.

Each of the components were calculated, summed, and

then divided by 25 (elementary), 24 (middle) or 29 (high

schools/secondary schools). For elementary schools, the

index score ranged from a low of 0 to a high of .93. For

middle schools, the range was 0 to .75, and for high

schools and secondary schools, the range was 0 to .82.

Because the calculations for elementary, middle and high

school relied on slightly different formulas, the scores are

analyzed based on school type.

Multivariate Findings The creation of the index score for each school allows the

researchers to ask some interesting questions about what

school characteristics relate to stronger arts education

programs. The index score was used to build multivariate

statistical models with the intent of identifying which of

several factors are most associated with high and or low

levels of arts in the schools. Many things, if examined

alone, are statistically related to the level of arts

education in schools. What multivariate modeling does

is ‘control for’ various factors to identify those that have

a distinct statistical relationship with the level of arts

education based on the index.

Key Findings • Focus Rating: Using multivariate modeling (ANOVAs

and Linear Regression) the data revealed that when

statistically ‘controlling for’ the school characteristics of:

proportion of students with free/reduced price lunch

benefits (this is a proxy for socioeconomic status of

the student body), racial composition, school size

and school geographic location (urban/suburban/

rural), the arts education index is statistically

positively related to the school’s Focus Rating (part

of the Minnesota’s Multiple Measurement Rating or

MMR); that is, high schools with higher arts

education indices also have a higher Focus Rating.

• Title One High Schools: In addition, Title 1 status

is also related to arts education index scores. High

schools that are Title 1 high schools have statistically

higher arts education indices when controlling for

the other school factors (free/reduced price lunch,

minority status, and geography).

• GRAD Reading Assessment: In a similar manner

the research team found that student test scores for

the state’s Graduation Required Assessment for

Diploma (GRAD) reading assessment are also

statistically related to the arts education index.

When school socioeconomic status, minority status,

school size, geography and Title 1 status are

statistically controlled for, the arts education index is

positively related to GRAD reading scores. That

is, high schools with higher arts education indices

had higher GRAD reading scores. The same analysis

looking at GRAD math and GRAD writing scores,

however, did not yield the same results. We found

no evidence of a statistical relationship between

GRAD math nor GRAD writing scores with arts

education index scores of high schools.


Methodology

sampling variation. In other words, the results obtained

are statistically equivalent (to three decimal points) to

those obtained had all schools responded.

Defining Schools for This Report Minnesota schools in this report are represented by a

majority of schools with at least one elementary grade

(57%). The remaining schools had middle school grades

(16%) and/or high schools (9-12) or secondary grades

(7-12) grades (28%).

School types are mutually exclusive; a single building

is only designated as being an elementary school, a

middle school, high school or secondary school,

depending on which grades they have enrolled. For the

purpose of this report schools with ‘elementary grades’

are those with at least one grade from kindergarten

through fifth grade. Middle school grades are grades

six through eight. High school grades are grades nine

through twelve. Secondary schools are grades seven

through twelve. Secondary schools have been combined

with high schools for most sections of this report except in

areas where significant differences in the data occurred.

To view the complete survey instrument, survey

instructions, communication to schools, data table

reports and related materials go to:

http://www.pcae.k12.mn.us/survey/legacy.html 21

It must be emphasized that this examination is purely

correlational (one cannot assume any causative impact

of any factor examined). However, these are very

compelling findings.

The overall pattern of the data suggests that individual

school administrator preferences, choices and the

subsequent allocation of resources impacts the level of

arts in the schools far more than other factors impacting

the school environment. The disparity in arts education

between schools — even when all else is equal —

suggests that local decisions have a great impact on

the level of arts education in any individual school.


MethodologyAll public school principals in Minnesota were

requested by the Commissioner of Education to

provide data on arts education from their school

for this study. Data were provided via a special

on-line questionnaire by Quadrant Arts Education

Research. The data were then processed and put

through an extensive statistical analysis, which is

the basis of this report.

A single questionnaire was used. The survey was

programmed to only show relevant questions based

on the school type (Elementary, Middle, High,

Secondary). The questionnaire was implemented

during the 2010-2011 school year.

School administrators were contacted by the

Commissioner of Education in September of 2010

advising them of the survey process and instructions.

Data collection began on November 13, 2010 and

the last completed questionnaire was collected

on June 30, 2011.

Survey Participation Of the 1420 public (non charter) schools targeted for

participation, 626 successfully completed a questionnaire,

yielding a 44% response rate. A total of 376,924

Minnesota public school students were represented

by this study.

Because of the high response rate there is only a ± 2.95%

margin-of-error associated with these results due to

Perpich Arts Links*1

*2

*3

*4

*5

*6

*7

*8

*9

*10

*11

*12

*13

*14

*15

*16

*17

*18

*19

*20

Resources Available

In addition to the Minnesota Arts Education Research Project data, valuable information about the arts and learning is available on these websites. They can be visited online at:

www.artsedresearch.orgwww.pcae.k12.mn.us

©2012 Perpich Center for Arts Education


College Board. (2012). The College Board Partners with

the National Coalition for Core Arts Standards. Retrieved September

27, 2012, from http://advocacy.collegeboard.org/preparation-

access/arts-core/news/college-board-partners-national-

coalition-core-arts-standards

Vaughn, K., & Winner, E. (2000). SAT Scores of Students Who Study

the Arts: What We Can and Cannot Conclude about the Association.

Journal of Aesthetic Education, 34(3/4), 77-98.

Minnesota Citizens for the Arts & the Forum of Regional Arts

Councils of Minnesota. (2006). The Arts: A Driving Force in

Minnesota’s Economy. Retrieved September 27, 2012 from http://

mncitizensforthearts.org/wp-content/uploads/2008/03/

statewidefinalreport.pdf

Woock, C., Lichtenger, J. & Wright, M. (2008). Ready to Innovate: Are

Educators and Executives Aligned on the Creative Readiness of the

U.S. Workforce? Report No. R-1424-08-KF, The Conference Board.

Framework for 21st Century Learning. (2011).

Partnership for 21st Skills. Retrieved September 27, 2012

from http://www.p21.org/overview/skills-framework

Robelen, E.W. (2012). States Mulling Creativity Indexes for Schools.

Education Week, September 27. Retrieved September 27, 2012 from

http://www.edweek.org/ew/articles/2012/02/02/19creativit

y_ep.h31.html

Neville, H. et al. (2008). Effects of Music Training on Brain and

Cognitive Development in Under-privileged 3- to 5-year-old Children:

Preliminary Results. In C. Asbury & B. Rich (Eds.), Learning, Arts, and

the Brain: The Dana Consortium Report on Arts and Cognition (pp.

105-116). New York, NY: Dana Press.

Scott, L. (1992). Attention and Perseverance Behaviors of Preschool

Children Enrolled in Suzuki Violin Lessons and Other Activities.

Journal of Research in Music Education, 40(3), 225-235.

Catteral, J.S., Chapleau, R. & Iwanaga, J. (1999). Involvement in the

Arts and Human Development: General Involvement and Intensive

Involvement in Music and Theatre Arts. In E.B. Fiske (ED.), Champions

of Change (pp. 1-18). Washington, DC. the Arts Education Partnership

& the President’s Committee on the Arts and the Humanities.

Catteral, J.S., (2002). Involvement in the Arts and Success in

Secondary School. In R. Deasey (Ed.), Critical Links: Learning in the

Arts and Student Academic and Social Development (pp. 68-69).

Washington, DC. the Arts Education Partnership.

Ho, Y., et al. (2003). Music Training Improves Verbal Memory, Nature,

396, 128.

Ho, Y., et al. (2003). Music Training Improves Verbal but Not Visual

Memory: Cross-sectional and Longitudinal Explorations in Children.

Neuropsychology, 17(3), 439-450.

Catterall, James S. “Involvement in the Arts and Success

in Secondary School.” In R. Deasy (Ed.), Critical Links: Learning

in the Arts and Student Achievement and Social Development, 2002.

Washington, DC. the Arts Education Partnership.

Minton, S. (2002). Assessment of High School Students’ Creative

Thinking Skills: A Comparison of the Effects of Dance and Non-dance

Classes. In R. Deasy (Ed.), Critical Links: Learning in the Arts and Student

Academic and Social Development (pp. 8-9). Washington, DC. the Arts

Education Partnership.

Tishman, S., MacGillivray, D. & Palmer, P. (2002). Investigating the

Educational Impact and Potential of the Museum of Modern Art’s Visual

Thinking Curriculum: Final Report.” In R. Deasy (Ed.), Critical Links:

Learning in the Arts and Student Achievement and Social Development

(pp. 142-143) Washington, DC. the Arts Education Partnership.

Baker, R.A. (2011). The Relationship between Music and Visual Arts

Formal Study and Academic Achievement on the Eighth-Grade Louisiana

Educational Assessment Program (LEAP) Test (Doctoral dissertation,

Louisiana State University and Agricultural and Mechanical College,

2011). Retrieved September 27, 2012 from http://etd.lsu.edu/docs/

available/etd-04052011-202414/unrestricted/Baker_diss.pdf

Helmrich, B.H. (2010). Window of Opportunity? Adolescence,

Music, and Algebra. Journal of Adolescent Research, 25(4), 557-577.

Kelly, S. N. (2009). 2007-2008 Twelfth Grade Cohort and Fine Arts

Enrollment Comparison. Retrieved September 28, 2012 from http://

flmusiced.org/dnn/Advocacy/12thGradeCohortStudies/2007200812

GradeCohortFineArtsEnrollmentC.aspx

Coachman, F. (2011). The More The Better. Southwestern Musician, May,

2011. Retrieved September 27, 2012 from: http://www.tmea.org/assets/

pdf/southwestern_musician/TheMoreTheBetter_May2011.pdf

Catterall, J., Dumais, S., & Hampden-Thompson,

G. (2012). The Arts and Achievement in At-Risk Youth: Findings from Four

Longitudinal Studies. Washington DC. National Endowment for the Arts.

Retrieved September 27, 2012 from: http://www.nea.gov/research/

arts-at-risk-youth.pdf

22

Acknowledgments

M i n n e s o t A A r t s e d u c A t i o n r e s e A r c h P r o j e c t

The Minnesota Arts Education Research Project is a collaborative partnership between the Perpich Center for Arts Education, the Minnesota State Legislature and Minnesota schools.

The Minnesota Arts Education Research Project is made possible by funds from the Minnesota State Legislature through its Arts and Cultural Heritage Fund of the Clean Water, Land, and Legacy Amendment.

Quadrant Arts Education Research conducted the statewide survey of schools and analysis of data resulting in this report.

s P e c i A l A c k n o w l e d g e M e n t

The Minnesota Arts Education Research Project partners wish to extend our gratitude to the schools and districts that submitted their data for inclusion into this report, and to all Minnesota teachers who provide their students with arts learning that is powerful, insightful and creative.

A c k n o w l e d g M e n t s

Project Research Team:Dr. Patricia J. Cirillo, Cypress ResearchRobert B. Morrison, Quadrant Arts Education Research

Project Advisory Group:Beth Aune, Director of Academic Standards and P-20 Initiatives, Minnesota Department of EducationJim Bartsch, Director of Education, Minnesota OrchestraJim Bequette, Assistant Professor, Department of Curriculum & Instruction, University of MinnesotaJoão Bichinho, Social Studies Teacher, Perpich Center for Arts EducationMary Cecconi, Parents United for Public SchoolsCarl Flink, Chair, Department of Theatre Arts & Dance, University of MinnesotaBrian Goranson, Artistic Director, St. Paul Conservatory for Performing ArtistsDeb Hannu, Visual / Media Arts Educator, Duluth Public SchoolsJeremy Holien, Visual & Media Arts Education Coordinator, Professional Development & Resources, Perpich Center for Arts EducationDon Johnson, Executive Director, Minnesota Association of Secondary School PrincipalsCalvin Keasling, Arts Content Lead and Arts for Academic Achievement Director, Minneapolis Public SchoolsLynda Monick-Isenberg, Associate Professor and Teaching Artist Coordinator, College of Visual ArtsDavid Myers, Director of the School of Music, University of MinnesotaSenator Carla Nelson, Minnesota State SenateJosh Nelson, Manager of Educational Services, Lakes Country Service CooperativeMichelle Ponsolle, Director of Development & Programs, Minnesota Independent Schools ForumSuzanne Riley, Executive Director, Southeast Service CooperativeSandy Rummell, former Minnesota State Senator Mary Schaefle, Executive Director, Minnesota Music Education AssociationJan Spencer de Gutiérrez, Supervisor Visual and Performing Arts, Saint Paul Public SchoolsMark Springer, Dean of the College of Liberal Arts and School of the Arts, St. Cloud State UniversityP. Fred Storti, Executive Director, Minnesota Elementary School Principals AssociationHoward Wilson, Principal, Four Seasons A+ SchoolBarbara Wornson, Director, Main Street School of the ArtsAlina Campana, Education Program Specialist, Perpich Center for Arts Education Pamela Paulson, Senior Director of Policy, Perpich Center for Arts Education Byron Richard, Education Program Specialist, Perpich Center for Arts Education

Perpich Center for Arts Education Board MembersPeter AdolphsonBari AmadioJaneen CareyBill CrutcherStephan DalyArdythe GallantRoberta JonesTodd Liljenquist, Board ChairPierce McNally, Board Vice ChairNancy PaddlefordAlex PlechashMartha Weaver WestSue Mackert, Executive Director (ex-officio member)

Inside Back Cover

Arts High SchoolArts OutreachArts Library

Main Phone: 763-279-4200 Toll Free: 1-800-657-3515 TTY/TDD (MN RELAY SERVICE): 711

6125 Olson Memorial Highway Golden Valley, Minnesota 55422 www.pcae.k12.mn.us

Back Cover

Documents

Front Cover - Perpich